Page 19 - UDYAMA FINAL final for web

distinct background and academic
programmes rather than allowing
to deteriorate as “melting pot”.

Sustaining the quality and
outcome based university system
totally depend on the quality of
human resources. Usually in the
state universities higher attention
is paid on the academic develop-
ment of academic staff but profes-
sional development of administra-
tion, non-academic and other
minor staff not at all taken into the
consideration for CPD. Although
academic staff play the major role
in the university system, the
overall performance of the univer-
sities is determined by the effec-
tive and efficient integrated and
collaborative performance of all OBT Sessions
the categories of staff. CPD
enables professionals to become
conscious and proactive learners,
rather than passive and reactive.
CPD helps individuals to regular-
ly focus on how they can become
more competent and effective.
As promotion of academic mostly
relies on one’s international
research reputation and contribu-
tion, academic also have shown
least interest on any other CPD,
except mandatory certificate
course on teaching in higher
educational institution. The
universities must recognize
changing social setting and
environment in the complexed
global context that urges a variety
of CPD which incorporate many
different formal and informal
activities. The collaborative CPD
should be enhanced across the
different categories of staff,
academic from disciplines and
departments, employees from
different institutions. The univer-
sities also should consider multi-
ple techniques in CPD such as
in-house seminar, out-side work-
shops, conference participation,
mentoring, shadow learning.